I examine the history of the concept of spontaneity in philosophy and the social sciences, particularly as it relates to monetary phenomena. I then offer an argument for the general significance of spontaneity. The essay concludes that scholars across the humanities and social sciences, whatever their (disciplinary, political, ideological, etc.) persuasion, would be well-served to further develop the theory of spontaneity and its social effects.

‘Transcendence’ has been a key subject of Western philosophy of religion and history of ideas. The meaning of transcendence, however, has changed over time. The article looks at some perspectives o ered by the nineteenth and the twentieth century Anglo‐American and con‐ tinental European philosophers of religion and presents their views in relation to the concept of transcendence formulated by the Bengali Hindu traditionalist Bhaktisiddhanta Sarasvati (1874–1937). The questions raised are what transcendence in the philosophy of religion (...) is, how one can speak of it, and what its goal is. The paper points to parallels and di erences in epistemology, ontology and practice. One di erence is that the nineteenth and the twentieth century Western philosophy of religion tended to assume an ontological di erence between self and transcendence inherited om personalities such as Søren Kierkegaard, but also to explore the concept of transcendence beyond the idea of a metaphysical God. Bhaktisiddhanta, whose foundational thought mirrors medieval Hindu philosophy of religion and the theistic schools of Vedānta, suggests that transcendence has a metaphysical and personal dimension that is to some degree ontologically similar to and directly knowable by the self. Bhaktisid‐ dhanta’s approach to transcendence di ers om Kierkegaard’s and other Western philosophers’ and revolves around the idea of God as a transcendent person that can be directly known mor‐ phologically and ontologically through devotion. The article is a contribution to the history of ideas and the philosophy of religion in Eurasia and beyond. (shrink)

After Al-Tusi and his effective work- which is called Nasirian Ethics- Islamic Philosophical Ethics emerges a fixed perspective that tips the balance (scale) in favor of otherworldly Eudemonia and considers worldly Eudemonia as rental land which can be abandoned. Ibn Khaldun tries to present a communicative theory; but his work has limited under the main discourse of Islamic Ethics which is fixed in the space and effect of the mentioned balance. As a consequence, after Mulla Sadra and in Esfahan (...) class='Hi'>school, the Nasirian though is developed. then the main challenge is that the social development is slowed diminished in favor of individual Eudemonia. But it seems that Tabatabai in his theory (Constructional Perceptions) shows or reconstructs an almost unanimous consensus which tries to find a compromise between temporal (worldly) and eschatological (otherworldly) Eudemonia. In this paper and according to its descriptive- analytic prospect- with memorizing a historical transformation- Tabatabai 's theory is supposed as an alternative for reconstituting of Islamic Philosophical Ethics, which is based on the popular goodness and civil development. (shrink)

This paper examines how stances and understandings pertaining to whether home education is civically legitimate within liberal democratic contexts can depend on how one conceives normative roles of the secular state and the religious neutrality that is commonly associated with it. For the purposes of this paper, home education is understood as a manifestation of an educational philosophy ideologically based on a given conception of the good. -/- Two polar conceptions of secularism, republican and liberal-pluralist, are explored. Republican secularists (...) declare that religious expressions do not belong in the public sphere and justify this exclusion by promoting religious neutrality as an end in itself. But liberal-pluralists claim that religious neutrality is only the means to ensure protection of freedom of conscience and religion, which are moral principles. Each conception is associated with its own stance on whether exemptions or accommodations on account of religious beliefs have special legal standing and thereby warranted. The indeterminate nature of religion and the allegedly biased exclusion of secular beliefs, cited by some when denying religious exemptions, can be overcome by understanding all religious and conscientious beliefs as having equal standing as conceptions of the good. -/- Analysis of court documents from the Uwe Romeike et al asylum case are guided by these understandings, and relationships among themes are explored. -/- In summary, any stance regarding home education may depend on one’s view of secularism, particularly in relation to whether one views religious neutrality as a means to ensure protection of freedom of conscience or an end in itself. (shrink)

The notion of information processing has dominated the study of the mind for over six decades. However, before the advent of cognitivism, one of the most prominent theoretical ideas was that of Habit. This is a concept with a rich and complex history, which is again starting to awaken interest, following recent embodied, enactive critiques of computationalist frameworks. We offer here a very brief history of the concept of habit in the form of a genealogical network-map. This serves (...) to provide an overview of the richness of this notion and as a guide for further re-appraisal. We identify 77 thinkers and their influences, and group them into seven schools of thought. Two major trends can be distinguished. One is the associationist trend, starting with the work of Locke and Hume, developed by Hartley, Bain, and Mill to be later absorbed into behaviorism through pioneering animal psychologists (Morgan and Thorndike). This tradition conceived of habits atomistically and as automatisms (a conception later debunked by cognitivism). Another historical trend we have called organicism inherits the legacy of Aristotle and develops along German idealism, French spiritualism, pragmatism, and phenomenology. It feeds into the work of continental psychologists in the early 20th century, influencing important figures such as Merleau-Ponty, Piaget, and Gibson. But it has not yet been taken up by mainstream cognitive neuroscience and psychology. Habits, in this tradition, are seen as ecological, self-organizing structures that relate to a web of predispositions and plastic dependencies both in the agent and in the environment. In addition, they are not conceptualized in opposition to rational, volitional processes, but as transversing a continuum from reflective to embodied intentionality. These are properties that make habit a particularly attractive idea for embodied, enactive perspectives, which can now re-evaluate it in light of dynamical systems theory and complexity research. (shrink)

This paper considers the philosophical interpretation of the concept of svabhāva, sometimes translated as 'inherent existence' or 'own-being', in the Madyamaka school of Buddhist philosophy. It is argued that svabhāva must be understood as having two different conceptual dimensions, an ontological and a cognitive one. The ontological dimension of svabhāva shows it to play a particular part in theories investigating the most fundamental constituents of the world. Three different understandings of svabhāva are discussed under this heading: svabhāva (...) understood as essence, as substance, and as the true nature of phenomena (absolute svabhāva). The cognitive dimension shows svabhāva as playing an important rôle in our everyday conceptualization of phenomena. Svabhāva is here seen as a superimposition (samāropa) which the mind projects onto the world. (shrink)

This book analyses the concepts of God in Vaisnavism, which is commonly referred to as one of the great Hindu monotheistic traditions. Addressing the question of what attributes God possesses according to particular textual sources and traditions in Vaisnavism, the book analyses Vaisnava traditions and texts in order to locate them within a global philosophical framework. The book is divided into two sections. The first one, God in Vaisnava Texts, deals with concepts of God found in the canonical Vaisnava texts: (...) the Bhavagad Gita, the Bhagavata Purana, the Pancaratras, and the Mahabharata. The second section, God in Vaisnava Traditions, addresses concepts of God found in several Vaisnava traditions and their respective key theologians. As well as the Alvars, five traditional Vaisnava schools- the Sri Vaisnava tradition, the Madhva tradition, the Nimbarka tradition, the Pustimarga tradition, and the Caitanya Vaisnava tradition- and two contemporary ones Ramakrishna's and Swami Bhaktivedanta's are considered. The book combines normative, critical and descriptive elements. Some chapters are philosophical in nature, others are more descriptive, unpacking a specific Vaiṣṇava concept of God for future philosophical analysis and critique. Written by experts who break new ground in presenting and representing a diversity of Vaiṣṇava texts and tradition, the book presents approaches that reflect the amount of philosophical and historical deliberation on the specific issues and divine attributes considered. This book will be of interest to researchers in the fields of philosophy of religion and Indian philosophy, cross-cultural and comparative philosophy, analytic philosophy of religion, Hindu studies, theology and religious studies. (shrink)

Hermann Cohen’s 1871 classic, Kants Theorie der Erfahrung, had a formative influence, not only on the Marburg school’s reading of Kant, but on their entire conception of philosophy. This influence was further magnified by the substantially revised and expanded second edition of 1885 and the yet further expanded third edition of 1918. Neo-Kantianism was the dominant philosophical movement in Germany in the late nineteenth and twentieth centuries, which means that a work, ostensibly, of Kant scholarship had an influence (...) on the development of German philosophy that few works of secondary literature can claim. (shrink)

Indian schools of philosophy were regarded of having a deep rooted metaphysical bent and diametrically opposite of Western concept of materialism and individualism. But, sometimes their overemphasis of dukkha tagged them as pessimistic. However, the contemporary Indian thinkers conceived a different idea of world and dukkha. Contrary to the notion of cessation of suffering after attaining the transcendental acquisition of liberation, contemporary philosophers believed in attaining salvation in this life only. Their writings provide ample teachings of enjoying life’s (...) bliss and attain the liberation in this worldly state by doing their obligations for others. This paper aims for a comparative study of the writings of contemporary thinkers like Rabindranath, Gandhi and Vivekananda and how they dealt with the idea of attaining liberation and cessation of suffering. Our paper would be study how the age old concept of Advaitva Vedanta takes a modified connotation in the philosophy of these thinkers.Moreover,our paper is a study to view the unique philosophy of life as proposed by them in their writings. Dukkha and Mukti . (shrink)

Man is a seeker by nature. He searches for truth. An ordinary man cannot be indifferent to truth because of the deep quest within him for truth. Gandhi lived his whole life in the perpetual quest for truth. He lived and moved in pursuit of this goal. This pursuit of seeking truth under the banner of philosophical education makes educational philosophizing moral. One can perfect these ideologies of different schools and make philosophizing in education better by placing truth in the (...) center. Thus, an idealist can evolve a realization of truth, a naturalist can bring about the true nature and potentialities of the individual, and pragmatists can rejuvenate the minds with a truth-oriented strategy and existential thinkers can invite truth into them so that they can avoid fear and dread. The Gandhian vision of Satya offers us the key to integral education. Following the footprints of Satya not only satisfies the Gandhian aims for education but it also helps the human person to continue his role on the earth as the seeker of truth. The aim of my research is to explore whether the concept of the truth of Mahatma Gandhi could be used as a platform for philosophical education? Can we take inspiration from Gandhian thoughts so that philosophizing may not engage itself in hermeneutical violence to bring out the truth (of our making) but a hermeneutical ahimsa that lets the truth show itself? Truth for Gandhi was equal to one of his lungs. He spoke the truth, wrote on truth, and exhorted people to be truthful. Gandhi made the concept of truth central to metaphysics, epistemology, morality, and the philosophy of religion. Truth was the guiding principle for Gandhi in all these disciplines. When we bring in truth as the guiding principle in the philosophy of education we envisage an educational community of all truth seekers traveling together in freedom to come to an ever-increasing approximation of truth. Should philosophy stop the pursuit of truth (satya) as Rorty claims? Is communication of truth irrelevant as no truth is ascertainable as skeptics claim? Is the will to communicate truth senseless since truth is an illusion? Do these approaches satisfy the philosophical minds that are after truth? The methodology I pursue in this thesis is an exploratory, analytical, and critical approach. a) Analytical: The basic method to be used is to analyze the existing works and apprehend their significance in the area of education, in particular philosophical education. b) Critical: a critical and comprehensive analysis of the concept of truth is followed in the research to represent the significance of truth in philosophical education. Man cannot be indifferent to truth since there is a longing for truth in the heart of every human being. Hence the need to search for it with all one’s might through success does not come everyone’s way in the same measure. The reason for this is that there are certain factors that impede our search and they even distort our understanding. They are natural limitations of reason, inconsistency of the heart, worldly concerns, and fear of the demand that truth makes. Hence it is necessary to overcome these in the search for truth. In his dealings with others, the human person wishes that the other may communicate his truth and only truth. Gandhian invitation is to be an experimenter with truth. Truth is that all seek and want above everything. No one wishes to compromise on that. When we bring in truth as the guiding principle in the philosophy of education we envisage an educational community of all truth seekers traveling together in freedom to come to an ever-increasing approximation of truth. They are compelled to study and defend truth in a better way when they are confronted. They will be forced to discern the core of truth from its formulations. That is the role of the experimenter with the truth. -/- In this research paper, I attempt to present M. K. Gandhi as an educationist giving emphasis only on his concept of truth. It is a limited approach to Gandhian educational philosophy because when I attend only to the concept of truth I fail to include very many other aspects of his educational philosophy like craft-centered education, teaching methods, education for different sections of society, etc. It also limits me to criticizing Gandhian dislike for the higher education system appropriately. However, the notion of truth is a common platform that could be shared by three important branches of philosophical education, namely the naturalistic, the idealistic, and the pragmatic. (shrink)

The focus of this paper is on Kant and on a text which has often been drawn upon when talking about the present situation of philosophy at university, namely his 'The Conflict of the Faculties' of 1798. Kant’s claims, though not applicable to the contemporary situation directly, can indeed be worked out in a way which can assign a distinct and clearly identifiable role for university-based philosophy. I need to emphasize, though, that I am not suggesting that this (...) is the only way Kant’s thoughts in this respect can be adapted to and utilized for such an account. Quite the contrary, Kant’s text offers a manifold of highly important options here. In my article I will seek to establish the following claims: a) Kant, in his later years, which therefore amounts to something like his “mature” position, subscribed to a conception of a public use of reason which mainly referred to the Faculties of Philosophy at universities. b) Kant’s dismissal of philosophy according to the school conception of it must not be taken as a dismissal of academic philosophy altogether. Philosophy practiced at university by professionals is vital for Kant to build philosophy as a fully worked out discipline and to answer questions revolving around the issue of the compatibility of the theoretical standpoint and Kant’s own moral theory. c) Neither a) nor b) can be immediately applied to the contemporary situation we find ourselves in. Combining elements of a) and b), however, a possible route for the actualization of Kant’s ideas may open up. At least one of the functions for which university-based philosophy is uniquely qualified is the assessment of the implications of progress in the natural sciences for the conception of a moral standpoint in general, and as such for a core element of our self-understanding as rational beings. (shrink)

Many philosophers affiliated with the analytic school contend that the history of philosophy is not relevant to their work. The present study challenges this claim by introducing a strong variant of the philosophical history of philosophy termed the “logical–contextual history of philosophy.” Its objective is to map the “logical geography” of the concepts and theories of past philosophical masters, concepts and theories that are not only genealogically, but also logically related. Such history of philosophy cannot (...) be set in opposition to the traditional “systematic philosophy.” Rather, the logical–contextual history of philosophy is, like the traditional school philosophies, systematic, although it develops along different lines. (shrink)

The article aims to determine whether it is possible to build the reliably practiced classical philosophy, understood as a metaphysical research, directed towards the nature of objective reality. The purpose of this kind of philosophizing is knowledge and truth. Moreover, the practice of such philosophizing and its results should meet some of the characteristics of science. The paper establishes a set of conditions that have been imposed on the science of metaphysics by Kazimierz Twardowski. Among the conditions of such (...) philosophizing are anti-dogmatism, criticism, inter-subjectivity of philosophizing and its results, proper epistemic justification of philosophical beliefs, application of the analysis method, rigorous language and reasoning, the use of experience and scientific knowledge. The paper considers these conditions to be correct in most cases and argues that metaphysics can meet them. The existing cases of analytical metaphysics show that metaphysics is possible as a science. Next, the article argues that the late Twardowski failed to substantiate his claim that metaphysical positions which he classified as a world-view philosophy could not be scientifically justified, which could have been possibly done with differentiating ways of understanding what such a scientific justification should be. The article argues that he did not take into account a reductive conception of the metaphysical philosophy, which even though it allows the plurality of metaphysical explanations and does not force anyone to accept one position as the only possible and correct explanation, would have an objective value, if such metaphysics were elaborated indeed. (shrink)

I respond to Karin de Boer, Thomas Land, and Claudio La Rocca’s comments on Kant’s Critique of Pure Reason and the Method of Metaphysics (CUP 2023). I first provide a quick outline of some of the main claims I make in the book. I then directly address their criticisms, which I group into three categories. The first group of comments raises doubts concerning my characterization of the central tasks of the critique of pure reason. The second targets the fact that (...) I downplay faculty analysis as an essential characteristic of the critique. The third has to do with my claim that the Critique of Pure Reason aims to show that metaphysics is capable of architectonic unity, where this unity is only achievable when we construe metaphysics according to the worldly concept of philosophy. (shrink)

This research looks at the various interpretations of "Mind" found in the Astika Darshanas, which cover the six main schools of Indian philosophy. At the same time, it looks into the profound East Asian Buddhist doctrine of One Mind as presented by Wonhyo, a great Korean Buddhist monk. This study seeks to identify the interesting similarities and differences that lie at the nexus of various philosophical domains by travelling through the complex landscape of different intellectual traditions. By using a (...) comparative approach, it aims to clarify the connections and distinguishing characteristics that form the conception of 'Mind' in both Korean Buddhist philosophy and the six schools of Indian philosophy, thereby advancing our understanding of the various philosophical currents that have influenced the intellectual fabric of these traditions. Focusing on the transmission and assimilation of Indian philosophical ideas into Buddhist philosophies, the research explores how these concepts were adapted and evolved as Buddhism spread across East Asian cultures. This research seeks to bridge these dissimilar contexts in order to reveal the interconnections of Indian and Korean philosophical traditions, contributing to a better understanding of the universal threads that connect these landscapes and highlighting the enduring resonance of fundamental concepts in the pursuit of enlightenment. (shrink)

This essay aims to provide an account of the differences between what I call the “Classical Marxist” conception of science which was adhered to by Marx and Engels and further developed by Boris Hessen and others on the one hand, and the conception of science which characterizes “Western Marxism” as it developed through the work of the theorists of the Frankfurt School on the other hand. I argue that Western Marxists such as Herbert Marcuse and Max Horkheimer did not (...) in fact successfully criticize the logical positivist account of the modern natural sciences. Instead I argue that they implicitly accepted the positivists’ characterization of the modern natural sciences (as they interpreted it) and then proceeded to devalue the modern natural sciences on this basis. I also show that Marcuse and Horkheimer, even though they presented themselves as revolting against the alleged “economism” of Classical Marxism, ended up endorsing a view of science which is functionally equivalent to a reductive economistic conception of science. I argue that the Classical Marxists’ conception of science is far richer and far more interesting than either a stereotyped “economistic” conception of science or the Western Marxist conception of modern science as merely an element in a historical process centered on the oppressive universalization of instrumental reasoning. (shrink)

In the latter half of the 19th century, economic thought in the Germanspeaking world was dominated, both intellectually and academically, by the so-called historical school, from Wilhelm Roscher to Gustav Schmoller and others. In 1871, the Austrian Carl Menger published his Grun&tze der Volkswirtschaftslehre (Menger, 1976 (1871)), customarily referred to as one of the three simultaneous discoveries of marginalist economics-the other two marginalist ‘revolutionaries’ being Jevons in England and Walras in France. Twelve years later, in 1883, Menger published a (...) major methodological treatise entitled Untersuchungen iiber die Methode der Socialwissenschaften und der Politischen Oekonomie insbesondere (Menger, 1963 (1883)). This book included criticisms of some of the historicist principles of doing economics. In the same year, Schmoller, leader of the German historicists, wrote a critical review of Menger’s book (Schmoller, 1883). Menger reacted forcefully with a more straightforwardly polemical small book, Die Irrthiimer des Historismus in der deutschen National6konomie (Menger, 1884). Commentaries by others appeared in later years, but this brief episode amounted to what has thereafter been called the Methodenstreit between Menger and Schmoller. It has been established as perhaps the most famous methodological controversy in the history of the social sciences. (shrink)

Among historians of philosophy it is often taken for granted that the “Brentano school” was one of the influential philosophical movements at the end of the nineteenth and the beginning of the twentieth century – but Brentano’s own contributions are often eclipsed by that of his direct students. This invites to reflect on the nature of and the unity within the school. Since Brentano’s conception of a rigorous, scientific philosophy had a strong impact on his students, (...) it has been argued that this conception constitutes a unifying element in an otherwise heterogeneous group. The scope of this article is to shed light on this thesis and to show its limits. I argue for a differentiated view: the Brentano school is best seen not as a compact movement, but as a heterogeneous group of scholars who approached, in a given historical and geographical period, similar topics in very similar ways. (shrink)

In the course of this article we discussed the method of applying philosophy to adolescents, we count on the added experience during the year we worked in a technical college. We have chosen to apply a method that goes beyond the traditional, in order to make the philosophical act more natural and close to the students. We discuss the effectiveness of the traditional while showing the results achieved in this period. We worked with young people from fifteen to nineteen (...) years, these had their focus to learn the agricultural technical part, our challenge was to take philosophy to a group of students who had no real interest in the material, even thought it was useless. Thinking about the difficulties that it was to bring philosophical thought to these young people, together with the problems that are already part of the school, the different social contexts of the students, we developed classes and contents in order to work all these factors. We want to make these young people not simply knowledgeable of the concepts, but rather to broaden their worldview and logical thinking. (shrink)

This article examines one highly localized set of developments to the Buddhist doctrine of word meaning that was made by twelfth and thirteenth century Tibetan Buddhist epistemologists primarily schooled at gSaṅ phu Monastery in central Tibet. I will show how these thinkers developed the notion of a concept (don spyi) in order to explain how it is that words are capable of applying to real objects, and how concepts can be used to capture elements of word meaning extending beyond (...) reference to real objects. (shrink)

The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization of actual (...) experiences of philosophy in classrooms with children and students in an adult literacy class. This narrative is concerned with the latter aspect of the project, more specifically experiences working with adult students practicing philosophy. The thirty students and three teachers involved in the course do not study the history of philosophy, nor do they create philosophical systems or theories. Rather they participate in a philosophical experience that might best be able to understand by examining Pierre Hadot’s concept of philosophy “as a way of living”. (shrink)

Cross-cultural dialogue between the Kyoto School of modern Japanese philosophy and the classical pragmatist tradition in American philosophy can help educators to clarify aims for greater ecological responsiveness in moral education. This dialogue can contribute to meeting an urgent practical need to cultivate ecological imagination, and an equally practical need to make theoretical sense of the way in which ecological perception becomes relevant to moral deliberation. The first section of this chapter explores relational thinking in the Kyoto (...) School and American pragmatism to help develop, in the second section, a concept of ecological imagination. A fine-tuned ecological imagination is a capacity we already count on in our best environmental writers, educators, scientists, and policy analysts. Moral deliberation enlists imagination of a specifically ecological sort when the imaginative structures we use to understand ecosystemic relationships shape our mental simulations and what John Dewey calls our “dramatic rehearsals.” The final section draws from the foregoing to clarify some appropriate aims for contemporary moral education. Enriched through cross-cultural dialogue about the relational networks in which our finite lives are embedded, a finely aware ecological imagination can make the deliberations of the coming generation more trustworthy. (shrink)

Abstract: Brentano’s conception of scientific philosophy had a strong influence on his students and on the intellectual atmosphere of Vienna in the late nineteenth century. The aim of this article is to expose Brentano’s conception and to contrast his views with that of two traditions he is said to have considerably influenced: phenomenology and analytic philosophy. I will shed light on the question of how and to what extent Brentano’s conception of philosophy as a rigorous science has (...) had an impact on these two traditions. The discussion will show that both took their liberties in the interpretation of the thesis, a move that allowed them to liberate themselves from Brentano’s inheritance and to fully develop their own philosophical positions. (shrink)

I suspect many philosophers feel the deep reason the topic of scientism matters is that it wrongly questions or impugns the integrity and significance of the discipline of philosophy. Such metaphilosophical concerns may not always be at the forefront during debates about scientism. Sometimes, though, we should engage much broader metaphilosophical issues.

We seek to elucidate the philosophical context in which one of the most important conceptual transformations of modern mathematics took place, namely the so-called revolution in rigor in infinitesimal calculus and mathematical analysis. Some of the protagonists of the said revolution were Cauchy, Cantor, Dedekind,and Weierstrass. The dominant current of philosophy in Germany at the time was neo-Kantianism. Among its various currents, the Marburg school (Cohen, Natorp, Cassirer, and others) was the one most interested in matters scientific and (...) mathematical. Our main thesis is that Marburg neo-Kantian philosophy formulated a sophisticated position towards the problems raised by the concepts of limits and infinitesimals. The Marburg school neither clung to the traditional approach of logically and metaphysically dubious infinitesimals, nor whiggishly subscribed to the new orthodoxy of the “great triumvirate” of Cantor, Dedekind, and Weierstrass that declared infinitesimals conceptus nongrati in mathematical discourse. Rather, following Cohen’s lead, the Marburg philosophers sought to clarify Leibniz’s principle of continuity, and to exploit it in making sense of infinitesimals and related concepts. (shrink)

Brentano’s position in the history of philosophy is often illustrated by the long list of important philosophers who have studied with him. Yet, the relations between Brentano and his students were not always without friction. In the present article I argue that Brentano’s students were most attracted by his conception of a scientific philosophy, which promised to leave the received tradition (German Idealism) behind and to mark the beginning of a new period in the history of philosophy (...) – a project they were happy to be part of. Brentano’s work remained in an important sense fragmentary, however, and could, thus, not provide the inner unity that would have been essential for forming a compact school or a unified philosophical movement. (shrink)

The goal of the article is to consider one of the urgent issues of modern school, i. e. education in the contextof multiculturalism. In the article there are compared the concepts of “multicultural education” in the USA and “polycultural education” in Russian Federation. Meanwhile it is noted that conceptual structure of modernpolycultural education is going through a syncretic phase, which means that inventory and concretization of concepts appearing in the papers on this topic are indispensable.

A lot of words investigated by philosophers get their inception for conventional or extra-philosophical dialect. Yet the idea of substance is basically a philosophical term of art. Its employments in normal dialect tend to derive, often in a twisted way, different from its philosophical usage. Despite this, the idea of substance differs from philosophers, reliant upon the school of thought in which it is been expressed. There is an ordinary concept in play when philosophers discuss “substance”, and this (...) is seen in the concept of object, or thing when this is contrasted with properties, attributes or events. There is also a difference in view when in the sense that while the realists would develop a materialistic theory of substance, the idealist would develop a metaphysical theory of substance. The problem surrounding substance spans through the history of philosophy. The queries have often been what is substance of? And can there be substance without its attributes? This paper tends to expose the historical problems surrounding substance. This paper criticizes the thinking which presupposes that there could be a substance without its attributes or substance existing alone. This paper adopts complimentary ontology principles which state that for anything to exist, it must serve as a missing connection to reality. This suggests that everything interconnects to each other and substance cannot exist in isolation. (shrink)

This textbook has been written to discuss the fundamental problems of Greek Philosophy. There has been many philosophical Problems which Greek philosophers has discussed and examined with rational approach. The philosophical problems which we have mentioned in this book are: Greek Rationalism, Greek Naturalism, Greek Idealism, Greeks on human mind, Number theory and Greek Metaphysics. We have defined some significant issues like Greek atomism, Nihilism, Solipsism, Dogmatism, Sophism and Pluralism. Philosophy is the subject which studies the fundamental Problems (...) of the world. The problems which Philosophy studies are reality, existence, mind, thought, language, essence, experience, perception, knowledge, God, and so on. This book ‘Problems of Greek Philosophy’ is divided into six chapters while first Chapter ‘Introduction to western Philosophy’ deals with overall discussion and argumentation of western philosophy and also some valuable introductory information on Greek Philosophy. Second Chapter ‘Greeks on Nature’ attempts to discuss the lonian classification and examination of natural elements like water, air, Aperion, fire and reality. This chapter deals with the ultimate constituents of the natural stuff. Third chapter ‘Greek Rationalism’ deals with the role of reason in explanation of the world. Greek rationalists have used reason as the fundamental constituent of the universe. Fourth chapter ‘Number theory and Greek Metaphysics’ deals with the contribution of great mathematicians like Pythagoras and Zeno to the world. This chapter has highlighted the philosophy of number and metaphysics. Fifth Chapter ‘Greek Idealism’ highlights the philosophy of Greek idealists; Protagoras, Socrates and Plato. Sixth Chapter ‘Mind in Greek Philosophy’ deals with the concept of mind and thought in Greek philosophy. This section examines the contribution of Anaxagoras and Empedocles. (shrink)

In this paper, I propose to discuss the theory of error or Khyativāda with special reference to Nyāya philosophy. The error is an epistemological concept. As such it is contrasted with the truth. Philosophers, while dealing with the concept of error, have analyzed it from logical, metaphysical and psychological perspective. The problem of error in Indian philosophy is discussed in the different theories known as the Khyativāda. According to Nyāya School error is known as anyathākhyativāda. (...) Here 'anyathā' literally means 'otherwise' or 'else-wise'. When shell is perceived as silver, the erroneous cognition consists in the fact that the shell is perceived otherwise i.e. as other than what it really is. Error is an instance of erroneous judgement resulting from mischaracterization. Naiyāyikas bring in jñānalaksana pratyaksa to account for perceptual error. And the later Naiyāyikas are trying to explain the perceptual character of illusory experience, undoubtedly, an illusion, there is the attribution of false character to a perceived fact. (shrink)

The main purpose of the article is to analyze the statements of philosophical Ukrainian Studies about the anthropological specifics of Ukrainian philosophical thought by means of historicalphilosophical cultural-predicative analysis. The research methodology was determined primarily by the concept of cultural attribution and translation in the dialogue of languages of historical cultures of the Poznań Methodological School (J. Topolski, W. Wrzosek, E. Domańska) and the culturological approach in historical-philosophical Ukrainian Studies (V. Horskyi, S. Rudenko). The statements of the language (...) of historical and philosophical Ukrainian studies are analyzed by means of historicalphilosophical cultural-predicative analysis. The latter is a specific humanities research strategy, which we propose as a means of studying the communicative specifics and syntactic correctness of the language of historical-philosophical theory. The study of communicative specifics takes place from the perspective of modernized versions of metaphysical, phenomenological, and dialectical logic. The first is understood as the logic of transcendental metaphysics, the second as the logic of immanent metaphysics, and the third as the logic of procedural metaphysics. Such an approach provides a qualitative and comprehensive understanding of the analyzed statements. The statements of the language of the historical-philosophical theory are generalized in its names, depending on the perspective of one of the three versions of the logic of philosophical reasoning. The offered historical-philosophical cultural-predicative analysis of communicative specifics and the syntactic correctness of the Ukrainian historical-philosophical theory statements opens new dimensions in research of the anthropological specifics of Ukrainian philosophy. (shrink)

The author contextualizes the Problem of Evil in Open Theism system, listing its main theses, primarily the logic-of- love-defense (and free-will-defense) connected to Trinitarian speculation. After evaluating the discussion in Analytic Philosophy of Religion, the focus is on the personal mystery of evil, claiming that, because of mystery and vagueness, the Problem of Evil is undecidable. Recalling other schools of thought (Pareyson: ontology of freedom; Moltmann: Dialectical theology; Kenotic theology; Original Sin hermeneutics), the author tries to grasp their common (...) insights. One of them is the evident explanatory failure of theodicies, expressed in the antinomian statements ‘God is not innocent’. The author follows these insights, developing the concept of Eternal Immolation (Bulgakov), arguing that, without a proper understanding of its mystery (what is, and what is not), theistic theodicy could remain compromised. ‘Eternal Immolation’ is considered consequent – or already present – in recent speculations, it stands or falls when we accept that these reveal some unresolved points in Christian doctrine. Hence, ‘Eternal Immolation’ becomes a coordinating-concept, able to bring together their assumptions: several kinds of kenosis, the ontology of freedom with a logic-of-love defense, strongly linked to a libertarian human freedom, and the acknowledgement of the unresolved mystery of evil. (shrink)

This is not a mathematics book, but a book about mathematics, which addresses both student and teacher, with a goal as practical as possible, namely to initiate and smooth the way toward the student’s full understanding of the mathematics taught in school. The customary procedural-formal approach to teaching mathematics has resulted in students’ distorted vision of mathematics as a merely formal, instrumental, and computational discipline. Without the conceptual base of mathematics, students develop over time a “mathematical anxiety” and abandon (...) any effort to understand mathematics, which becomes their “traditional enemy” in school. This work materializes the results of the inter- and trans-disciplinary research aimed toward the understanding of mathematics, which concluded that the fields with the potential to contribute to mathematics education in this respect, by unifying the procedural and conceptual approaches, are epistemology and philosophy of mathematics and science, as well as fundamentals and history of mathematics. These results argue that students’ fear of mathematics can be annulled through a conceptual approach, and a student with a good conceptual understanding will be a better problem solver. The author has identified those zones and concepts from the above disciplines that can be adapted and processed for familiarizing the student with this type of knowledge, which should accompany the traditional content of school mathematics. The work was organized so as to create for the reader a unificatory image of the complex nature of mathematics, as well as a conceptual perspective ultimately necessary to the holistic understanding of school mathematics. The author talks about mathematics to convince readers that to understand mathematics means first to understand it as a whole, but also as part of a whole. The nature of mathematics, its primary concepts (like numbers and sets), its structures, language, methods, roles, and applicability, are all presented in their essential content, and the explanation of non-mathematical concepts is done in an accessible language and with many relevant examples. (shrink)

The paper explicates the stages of the author’s philosophical evolution in the light of Kopnin’s ideas and heritage. Starting from Kopnin’s understanding of dialectical materialism, the author has stated that category transformations of physics has opened from conceptualization of immutability to mutability and then to interaction, evolvement and emergence. He has connected the problem of physical cognition universals with an elaboration of the specific system of tools and methods of identifying, individuating and distinguishing objects from a scientific theory domain. The (...) role of vacuum conception and the idea of existence (actual and potential, observable and nonobservable, virtual and hidden) types were analyzed. In collaboration with S.Crymski heuristic and regulative functions of categories of substance, world as a whole as well as postulates of relativity and absoluteness, and anthropic and self-development principles were singled out. Elaborating Kopnin’s view of scientific theories as a practically effective and relatively true mapping of their domains, the author in collaboration with M. Burgin have originated the unified structure-nominative reconstruction (model) of scientific theory as a knowledge system. According to it, every scientific knowledge system includes hierarchically organized and complex subsystems that partially and separately have been studied by standard, structuralist, operationalist, problem-solving, axiological and other directions of the current philosophy of science. 1) The logico-linguistic subsystem represents and normalizes by means of different, including mathematical, languages and normalizes and logical calculi the knowledge available on objects under study. 2) The model-representing subsystem comprises peculiar to the knowledge system ways of their modeling and understanding. 3) The pragmatic-procedural subsystem contains general and unique to the knowledge system operations, methods, procedures, algorithms and programs. 4) From the viewpoint of the problem-heuristic subsystem, the knowledge system is a unique way of setting and resolving questions, problems, puzzles and tasks of cognition of objects into question. It also includes various heuristics and estimations (truth, consistency, beauty, efficacy, adequacy, heuristicity etc) of components and structures of the knowledge system. 5) The subsystem of links fixes interrelations between above-mentioned components, structures and subsystems of the knowledge system. The structure-nominative reconstruction has been used in the philosophical and comparative case-studies of mathematical, physical, economic, legal, political, pedagogical, social, and sociological theories. It has enlarged the collection of knowledge structures, connected, for instance, with a multitude of theoreticity levels and with an application of numerous mathematical languages. It has deepened the comprehension of relations between the main directions of current philosophy of science. They are interpreted as dealing mainly with isolated subsystems of scientific theory. This reconstruction has disclosed a variety of undetected knowledge structures, associated also, for instance, with principles of symmetry and supersymmetry and with laws of various levels and degrees. In cooperation with the physicist Olexander Gabovich the modified structure-nominative reconstruction is in the processes of development and justification. Ideas and concepts were also in the center of Kopnin’s cognitive activity. The author has suggested and elaborated the triplet model of concepts. According to it, any scientific concept is a dependent on cognitive situation, dynamical, multifunctional state of scientist’s thinking, and available knowledge system. A concept is modeled as being consisted from three interrelated structures. 1) The concept base characterizes objects falling under a concept as well as their properties and relations. In terms of volume and content the logical modeling reveals partially only the concept base. 2) The concept representing part includes structures and means (names, statements, abstract properties, quantitative values of object properties and relations, mathematical equations and their systems, theoretical models etc.) of object representation in the appropriate knowledge system. 3) The linkage unites a structures and procedures that connect components from the abovementioned structures. The partial cases of the triplet model are logical, information, two-tired, standard, exemplar, prototype, knowledge-dependent and other concept models. It has introduced the triplet classification that comprises several hundreds of concept types. Different kinds of fuzziness are distinguished. Even the most precise and exact concepts are fuzzy in some triplet aspect. The notions of relations between real scientific concepts are essentially extended. For example, the definition and strict analysis of such relations between concepts as formalization, quantification, mathematization, generalization, fuzzification, and various kinds of identity are proposed. The concepts «PLANET» and «ELEMENTARY PARTICLE» and some of their metamorphoses were analyzed in triplet terms. The Kopnin’s methodology and epistemology of cognition was being used for creating conception of the philosophy of law as elaborating of understanding, justification, estimating and criticizing legal system. The basic information on the major directions in current Western philosophy of law (legal realism, feminism, criticism, postmodernism, economical analysis of law etc.) is firstly introduced to the Ukrainian audience. The classification of more than fifty directions in modern legal philosophy is suggested. Some results of historical, linguistic, scientometric and philosophic-legal studies of the present state of Ukrainian academic science are given. (shrink)

The goal of this paper is to better understand Kant’s conception of philosophy as a “world concept”, which is at the heart of the Architectonic of Pure Reason. This is pursued in two major parts. The first evaluates the textual foundation for reading Kant’s world concept of philosophy as cosmopolitanism and concludes that he most probably never himself equated philosophy as a world concept with any form of cosmopolitanism. The second major part of the (...) paper clarifies this concept of philosophy through the specific role it plays in the argument of the Architectonic. Kant’s unique concept of science is examined and compared with several specific applications of it found elsewhere in Kant’s writings. From this it is concluded that Kant’s intention in the Architectonic was to derive his world concept of philosophy from its logical counterpart, namely the scholastic concept of philosophy, and that its function there is to provide the idea from which the entire structure of Kantian critical metaphysics can be derived. Philosophy as a world concept, it is further argued, is the complete system of critical or Kantian metaphysics in application and the philosopher in this sense is the ideal critical metaphysician who fully realizes its laws through her own understanding and will. (shrink)

The concept of substance varies with various philosophers, depending on the school of thought to which they belong. While the materialists would develop a materialistic concept of substance, the idealist would definitely develop a spiritual or idealistic concept of substance. For the thorough going empiricist, since substance is not something that can be seen or touched, one would expect that he would deny the existence of such a thing. The researcher in this piece studies the (...) class='Hi'>concept of substance in the different epochs in the history of philosophy: the ancient, medieval, modern and contemporary times, this is not without defining the concept of substance. Very significant in this study is the African concept of substance. Issues in metaphysics have often been treated as Western issues; the researcher however investigates the African concepts of substance to point out the contribution of Africa to the development of metaphysics and philosophy as a whole. -/- . (shrink)

This paper deals with Natorp’s version of the Marburg mathematical philosophy of science characterized by the following three features: The core of Natorp’s mathematical philosophy of science is contained in his “knowledge equation” that may be considered as a mathematical model of the “transcendental method” conceived by Natorp as the essence of the Marburg Neo-Kantianism. For Natorp, the object of knowledge was an infinite task. This can be elucidated in two different ways: Carnap, in the Aufbau, contended that (...) this endeavor can be divided into two distinct parts, namely, a finite “constitution” of the object of knowledge and an infinite incompletable empirical description. In contrast, and more in the original spirit of Cohen and Natorp, the physicist and philosopher Margenau in The Nature of Physical Reality (Margenau. 1950) conceived the infinity of this “Aufgabe” as an infinite dialectical process, in which relative “data” and “conceptual constructs” determine each other. This dialectical process eliminates the dichotomy between Anschauung and Begriff that distinguished the Marburg Neo-Kantianism from Kantian orthodoxy, namely, the abandonment of the difference between intuition and concept. Finally, the paper deals with the non-Archimedean geometrical systems that played a central role in Natorp’s defence of Cohen’s “infinitesimal” metaphysics. (shrink)

We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately (...) assess the possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility to put this suggestion into practice by deploying two-tier multiple-choice tests. (shrink)

I argue that the reception of Hegel in the sub-field of history and philosophy of science has been in part impeded by a misunderstanding of his mature metaphilosophical views. I take Alan Richardson’s influential account of the rise of scientific philosophy as an illustration of such misunderstanding, I argue that the mature Hegel’s metaphilosophical views place him much closer to the philosophers who are commonly taken as paradigms of scientific philosophy than it is commonly thought. Hegel is (...) commonly presented as someone who conceived of philosophy as a science that relied on the solitary genius of the individual thinker, and as a science whose propositions could not and should not be made accessible to “the common people”. Against this view, I argue that Hegel in fact thought that philosophy was a thoroughly anti-individualistic activity, and that he emphasized the importance of the intersubjective accessibility of philosophical discourse. I argue that when we carefully reconstruct Hegel’s reasons for his break with Schelling, and if we pay close attention to his explicit metaphilosophical pronouncements, we can see that he in fact adhered to what I call a “proto-modernist” conception of philosophy as a science. I conclude by pointing out how the mischaracterization of Hegel has served to obscure the existence of a strand of scientific philosophy that emerged by way of an immanent critique of Hegel, namely Marxist philosophy. (shrink)

This work will argue that Mahāyāna philosophy need not result in endorsement of some cosmic Absolute in the vein of the Advaitin ātman-Brahman. Scholars such as Bhattacharya, Albahari and Murti argue that the Buddha at no point denied the existence of a cosmic ātman, and instead only denied a localised, individual ātman (what amounts to a jīva). The idea behind this, then, is that the Buddha was in effect an Advaitin, analysing experience and advocating liberation in an Advaitin sense: (...) through a rejection of the individual ātman and knowledge (jñāna) of and immersion into the universal ātman-Brahman. I will explore how different religious traditions define and shape the Absolute according to their own religious convictions, illustrating a divergence in conception from the very start, before exploring key differences between the Advaitin conception of the Absolute as put forth by Śaṅkara and as defended by Bhattacharya in The Ātman-Brahman in Ancient Buddhism. I then challenge Bhattacharya’s claims that prajñāpāramitā literature necessarily endorses the ātman-Brahman and that Mahāyāna philosophies reorientate Buddhists towards the truth of the ātman-Brahman. I do this by arguing that there are viable interpretations of Vasubandhu’s Yogācāra and Nāgārjuna’s Madhyamaka that do not advocate such a belief, that prajñāpāramitā literature can be viewed as a project in episteme rather than ontology, and that we need not find a ground of the same sort as the ātman-Brahman in the Buddhist flux of experience. I conclude by showing that whilst Absolutism is a theme in some schools of Buddhism, it need not be – contra Bhattacharya – the conclusion of two major Mahāyāna philosophies. (shrink)

(First paragraphs.) The idea that our language somehow influences our thought can be found in philosophical and scientific traditions of different continents and with different roots and objectives. Yet, beyond the mere theoretical, explorations of the idea are relatively scarce, and are mostly limited to relations between very concrete conceptual categories and subjective experiencing and remembering – to some kind of ‘psychologies of folk-ontology’. Thought as process, reasoning or ‘thinking’, and the role of more complex or abstract concepts in (such) (...) thought tend to be mostly ignored in psychology and philosophy. Conceptual and intellectual history, on the other hand, cannot be accused of such neglect, but the common lack of a comparative perspective in those fields precludes any generalized inference. Furthermore, while a comparative study on the role of complex or abstract concepts in thought as process and its products (the aggregate ‘thought’ of schools, ages, and regions) could result in a considerable enrichment of our understanding of the relationships between language and thought, it would not necessarily be recognized as such because of a fundamental difference in the nature of the concepts involved, affecting the boundary of ‘language’ in the pair ‘language and thought’. More concretely, while the concepts of the ‘psychologies of folk-ontology’ are rather concrete categories of ‘things’ or aspects of experienced reality (hence, ‘folk-ontology’), the abstract concepts of (comparative) conceptual history, such as ‘society’ or ‘reason’, are categories of ideas. Consequently, conceptual history is inseparably tied to the history of ideas, and there is no strict boundary line between concepts, theories, ideas, and aggregate thought in general. It could, therefore, be argued that a comparative conceptual history would be a study of the influence of ideas on thought, rather than of language on thought. That argument, however, would either void language of content, or make the dubious claim that folk-ontology is a fundamentally different type of content than theoretical content. The ‘psychologies of folk-ontology’ study the influence of folk-ontological categories on folk-ontological thought (experiencing and remembering), and a comparative conceptual history would study the influence of theoretical categories (or conceptualized ideas) on theoretical thought (thinking, reasoning, etc.), and there does not seem to be a good reason to exclude either type of categories from ‘language’. Perhaps it should be argued instead that the ambiguous term ‘language’ in the pair ‘language and thought’ would better be replaced with ‘concepts’ or ‘categories’. (shrink)

In an attempt to critically examine the effects of the abrupt shift from the traditional classroom-based education to distance education in the Philippines, this paper articulates pedagogical concepts that are necessary for a transformative and humanizing academic modalities despite the departure from the old approaches due to the unexpected rise of the new normal in education. I discuss a deconstructive, revolutionary, and inclusive pedagogy that aims to renew certain approaches in order to prevent educational paralysis and give way to alternative (...) avenues that best fit the current and future situations notwithstanding the challenges that this pluralistic age poses to every academic site. (shrink)

The concept of empiricism evokes both a historical tradition and a set of philosophical theses. The theses are usually understood to have been developed by Locke, Berkeley, and Hume. But these figures did not use the term “empiricism,” and they did not see themselves as united by a shared epistemology into one school of thought. My dissertation analyzes the debate that elevated the concept of empiricism (and of an empiricist tradition) to prominence in English-language philosophy. -/- (...) In the 1870s and ’80s a lively debate about psychology emerged. Neo-Kantian idealists criticized the very idea that the mind can be studied scientifically. A group of philosopher-psychologists responded, often in Mind. They were among the first to call themselves “empiricists,” arguing that psychology could provide a scientific basis for philosophical progress. Idealists held that empirical psychology depended on premises developed by Locke, Berkeley, and Hume. These premises were allegedly absurd because they rendered ideas of extension, as well as other ideas crucial to natural science, unreal. Those who wanted to advance psychology towards becoming a legitimate science were forced to engage these philosophical attacks, while at the same time to develop empirical theories that could successfully explain some characteristics of experience. I show how James’s theory of space perception accomplished both tasks. -/- In developing this theory, James found he had to reject the Lockean notion that reality is associated with passively-registered sensations. James also abandoned Berkeley and Hume’s claim that ideas are ultimately derived from atomic sensations. Instead, James presented experimental evidence that sensation is a continuous stream. The mind must actively parse this stream if it is to gain a coherent representation of its environment. I argue that James’s stream-of-thought thesis served as a presupposition of his entire psychology. The thesis showed how the labor of investigating the mind could be divided between philosophers and scientists, and in a manner sensitive to the concerns of both. The stream thesis also provided a scientific basis for a new philosophical empiricism that, I argue, has a hidden legacy in the history of analytic philosophy. (shrink)

Research in education indicates that the Philosophy for Children (P4C) curriculum is instrumental in achieving important educational objectives. And yet, it is precisely this instrumentalist conception of P4C that has been challenged by a second generation of P4C scholars. Among other things, these scholars argue that P4C must remain vigilant toward, and avoid subscribing to 1) developmentalism and 2) a reductive identification of thinking with rationality. On the contrary, they suggest that P4C must ensure that it gives voice to (...) childhood, allowing it to enter a genuine dialogue with adulthood. Scholars who defend a non-reductive and non-instrumentalist approach to P4C, highlight the significance of play in philosophy sessions with children. In this paper I examine the extent to which the philosophical inquiry that takes place in the context P4C can be understood as a playful activity. I submit that Fink’s account of play can help us reach a better understanding of what we mean by play, which in turn can help us examine the compatibility between the activities of P4C and play. In the first part of the paper, I examine some of the basic ideas of P4C and raise the question about the compatibility of philosophical inquiry and play. In the second part of the paper, I engage in a philosophical appreciation of play by drawing on the work of Eugen Fink. In the final part of the paper, I show how play – understood along Fink’s lines – is compatible with philosophical inquiry as practiced in school settings. (shrink)

Shortly before G. E. Moore wrote down the formative for the early analytic philosophy lectures on Some Main Problems of Philosophy (1910–1911), he had become acquainted with two books which influenced his thought: (1) a book by Husserl's pupil August Messer and (2) a book by the Greifswald objectivist Dimitri Michaltschew. Central to Michaltschew's book was the concept of the given. In Part I, I argue that Moore elaborated his concept of sense-data in the wake of (...) the Greifswald concept. Carnap did the same when he wrote his Aufbau, the only difference being that he spoke not of sense-data but of Erlebnisse. This means, I argue, that both Moore's sense-data and Carnap'sErlebnisse have little to do with either British empiricists or the neo-Kantians. In Part II, I try to ascertain what made early analytic philosophy different from all those philosophical groups and movements that either exercised influence on it, or were closely related to it: phenomenologists, Greifswald objectivists, Brentanists. For this purpose, I identify the sine qua non practices of the early analytic philosophers: exactness; acceptance of the propositional turn; descriptivism; objectivism. If one of these practices was not explored by a given philosophical school or group, in all probability, it was not truly analytic. (shrink)

In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value (...) of practicing philosophy with children in order to advance children’s social and intellectual capacities and dispositions. This has subsequently led to its development by both scholars and practitioners in directions that may or may not have been what Lipman had initially intended and to discussions on the nature and educational value of varied approaches that have been implemented in the classroom. To understand fully the effects of these changes requires an understanding of the towering influences that Peirce and especially Dewey were to Lipman. Whilst Lipman developed his own educational philosophy, he freely acknowledged that philosophy for children owes a debt to Peirce for the concept of the community of inquiry and to Dewey for his guidelines on education. -/- We will explore various ways in which the practice of philosophy for children has been implemented and analyse its expansion. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

My purpose in this paper is to challenge the continued exclusion of Indian philosophies from the Western philosophical canon on the supposed basis that such philosophies are really religion, mysticism, and mythology. I argue that many schools of Indian philosophy, such as Advaita Vedānta, resist and problematize historically particular Euro-Western conceptions of both philosophy and religion, and the conceptual borders between them, where philosophy is understood as grounded in various substantive notions of reason and rationality, defined as (...) a purely theoretical enterprise. In addition, I question the predominant tendency to see philosophy as opposed to “religion”, which is often presumed to rest on faith in a Judeo-Christian conception of God: The singular and wholly other, creator of all souls, ex nihilo, the ultimate judge of humankind, where salvation is granted in proportion to the intrinsic value of faith. I suggest that Advaita challenges these prevailing conceptions. A part of my larger purpose is to dislodge the view that the Euro-Western philosophical enterprise constitutes the universal, neutral, and objective standard from which all other approaches to philosophy are to be judged as legitimate. My hope is to lay some of the groundwork required to re-think dominant historical and conceptual categories from a broader global perspective, with the aim of developing a deeper and more plural understanding of the diverse nature of both philosophical and religious inquiry. (shrink)

Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...) political ends; and deliberative self-governance, whereby citizens deliberatively shape their collective lives in public forums—at various levels of government and in different political and social arenas. I argue that some kind of deliberative democracy is defensible as a preliminary justification for how citizens might shape their lives, and therefore compatible with other forms of democracy, insofar as they can result from democratic deliberations. Acceptance of such a view raises further questions about the purpose or aims of education consistent with this conception of democracy. I contend that it requires an educational model that is committed to aligning curriculum, pedagogy, assessment and school governance to produce a transformational environment that will inform our structures—a commitment to democratic education and not merely education for democracy. Lipman goes part of the way to achieving these ends, but learning how to be proficient at democratic decision-making is like all tasks children and adolescents learn to perform. It involves action, understanding, and awareness of what counts as doing the task adequately. (shrink)

In this paper I attempt to open a new horizon in the field of civilization studies by examining the concept of painless civilization from the perspective of the philosophy of biological evolution. Since the space is limited, the priority will be given to the clarification of an overall structure. Modern civilization has created systems that seek “comfort and pleasure” and eliminate “pain and suffering” and has spread them to every corner of our society. It is progressing like a (...) great wave in many developed countries. I have called a civilization advancing in this direction a “painless civilization.” At first glance, the elimination of pain and suffering seems like a good thing. Of course, it is considered good if unbearable suffering (such as the pain of terminal cancer) that we encounter in our lives can be avoided through technology. This is not the problem. The problem is that modern civilization is moving in a direction where various forms of suffering that we might experience in the future are going to be erased from our lives, one after another, through preventive technologies (preventive elimination of pain). ... (shrink)

In this paper, I attempt to look at the differential (as in interventionist) readings undertaken by speculative realists (A school of contemporary thought reacting against post-Kantian 'Correlationism') Iain Hamilton Grant and Ray Brassier, with the former concentrating on reading Schelling's naturalism relating to reason, while the latter claiming the constancy of thought's connection to thought. For Brassier, thought must be transcendentally separate from nature, or what he calls 'exteriority', and Grant insists on nature's thinking as plain nature. This doesn't (...) mean 'interiority' is given weight in Grant's thought, but, on the contrary isn't a concern, as for him, the limiting factor of thinking (dichotomy in subject-object relationality) is the regionality of a particular identity attempting to grasp nature's infintude. Brassier maintains scientific statements as capable of supplying reasons for believing in the possibilities of determining thought's tracking and missing nature. He accomplishes this by clarifying notions of concept and distinguishing objects from concepts. This alien-ness of thought generates the possibilities of questioning the human production as against nature. This cardinal issue tries to answer the repercussions probably generated in the wake of either apathetic aspects of mind or the deepest powers of speculation. Not only that, a simultaneous questioning of the legitimacy of ontology and epistemology in the natural world is encountered. Grant advocates the objectifying of the self to grasp the productivity of self's thinking, but at the same time considering objectifying as an ongoing process, a kind of 'becoming'. In other words, it is the questioning of the limits of 'being' in the creation of episteme that takes precedence in Grant. Brassier on the other hand is concerned with the doing away of the dichotomy of being and thinking of meaning. This tension raises the issue of nature philosophy in a duel of 'eliminativism' and 'materialism', between the extent that calls for grounding nature without reliance on a structure undermining the discovery of contemporary science or supporting an anthropic view. (shrink)